As a key Teaching and Learning priority, the Vice-Chancellor's grants support staff to re-engineer their approaches to teaching and learning in line with the learning.futures strategy, incorporating the UTS Model of Learning, Learning2014 practices and the Graduate Attributes Project, along with the requirements of Academic Calendar 2016. They encourage engagement with recent developments in higher education including flipped learning; the increasing development of open, digital libraries; innovative uses of learning spaces; collaborative technologies; transdisciplinary and inquiry-based learning; and learning analytics.
|
Recipient |
Project |
Faculty |
||
| Robin Braun | Studio approaches in FEIT | FEIT | ||
| Janet Chelliah | Flipping the textbook: Student-created textbook for Masters of Data Science and Innovation students | Library | ||
| Yvonne Davila | Enhancing student and teacher engagement in flipped learning across undergraduate Science using the Flipped Teaching and Flipped Learner Framework | Science | ||
| Angela Dawson | MAAP-it: a Multi-professional Asset based approach to learning in Adolescent Public health | Health | ||
| Sue Dean | Walking in consumers' shoes: authenticity in learning experience and assessment | Health | ||
| Annette Dowd & Matthew Arnold | Evaluating the impact of authentic assessment on the development of students' professional skills promoted by an apprenticeship-style project | Science | ||
| Dena Fam | Scoping, developing, trialing and evaluating resources to support transdisciplinary learning, teaching, design and research in higher education | ISF | ||
| Rosemarie Hogan | Enhancing midwifery students' cultural empathy and their capacity to deliver culturally competent care | Health | ||
| Elaine Huber | Development of an online interactive evaluation-planning instrument for learning and teaching projects | IML | ||
| Simon Knight | Participatory design and evaluation of an online learning and industry mentoring 'space' for postgraduates | CIC | ||
| Sang-Eun Oh | Embedding discipline-specific content to foster contextualised learning in UTS Avoiding Plagiarism Website | SSU | ||
| Chris Reidy | Piloting a Transdisciplinary Learning Lab | ISF | ||
| Julie Robert | Academic Skills for In-Country Study Success: Online Learning Modules for High-Stakes Assessment in Distance Learning | FASS | ||
| Jurgen Schulte | Course Pathways: Making informed choices | Science | ||
| Illaria Vanni Accarigi | Neighborhoods and Stories: using WordPress to develop authentic learning projects with international students | FASS | ||
| Sean Walsh | Learning core group dynamic theory through annotated visualisation: negotiating meaning from collaborative learning experiences and developing key professional skills | Science | ||
| Jon Wardle | Translating primary health care leadership theory into practice: implementing learning for real world application | Health | ||
| Amanda White & Nelson Ma | Oral communication skills, professional skills, employment skills | Business | ||
| Amanda White & Nicole Sutton | Improving written communication skills through the use of AWA | Business |